Educational Administration: Theory and Practice

2024, 30(5), 953-963

ISSN: 2148-2403
https://kuey.net/ Research Article

The Effect of Gamification Using Kahoot on Students'

Critical Thinking Abilities: The Role of Mediating
Learning Engagement and Motivation
Petrusly1*, Fredik Lambertus Kollo2, Marsi D. S. Bani3, Tuatul Mahfud4, Zulkarnain 5
1*Pancasilaand Civic Education Department, Universitas Nusa Cendana, Nusa Tenggara timur, Indonesia
Email:[email protected]
2Pancasila and Civic Education Department, Universitas Nusa Cendana, Nusa Tenggara timur, Indonesia
3Physics Education Department, Universitas Nusa Cendana, Nusa Tenggara timur, Indonesia
4 Tourism Department, Balikpapan State Polytechnic, Balikpapan, Indonesia
5 Electrical Engineering Department, Balikpapan State Polytechnic, Balikpapan, Indonesia

Citation: Petrusly et al. (2024), The Effect Of Gamification Using Kahoot On Students' Critical Thinking Abilities: The Role Of Mediating
Learning Engagement And Motivation Educational Administration: Theory And Practice, 30(5), 953-963,
Doi: 10.53555/kuey.v30i5.1524

ARTICLE INFO ABSTRACT

Gamification plays an important role in learning by bringing play elements into
educational settings. One platform often used is Kahoot, the application of Kahoot in
learning brings a pleasant experience for students. Many studies highlight the
important role of gamification in education. However, limited studies still prove how
Kahoot can improve students' critical thinking skills by involving motivation and
engagement. This study investigates the effect of Kahoot gamification on students'
critical thinking skills by involving motivational and engagement mediators. Three
hundred twenty-nine state university students in Lombok were involved in filling out
the data. Structural equation modeling (SEM) analysis was used to test the hypothesis
of this study. The study's results revealed that the application of Kahoot gamification
succeeded in influencing students' critical thinking skills directly and indirectly
through motivational and engagement mediators. This study has important
implications for improving the quality of teaching by optimizing various gamification
platforms.

Keywords: gamification, critical thinking, motivation, engagement

1 INTRODUCTION

The development of digital technology has brought significant changes to various aspects of life, including the
education sector. In the last few decades, digital technology has advanced rapidly and made a huge impact in
transforming the way of learning and teaching. Education is no longer confined to traditional classrooms but
is increasingly connected to an evolving digital world. With digital technology, access to information and
knowledge becomes easier and faster. The Internet allows students and teachers to access infinite educational
resources, including interactive learning materials, videos, and e-books. This development has prompted the
University to adapt to change by incorporating innovative pedagogical methodologies (Janssen et al., 2019;
Kalimullina et al., 2021; Mahfud et al., 2022; Sudiyatno et al., 2019).
In the digital era, increased student interaction with technology supports innovative educational strategies in
higher education, such as gamification (Kapp, 2012; Nurtanto et al., 2021; Papadakis, 2021). In the last ten
years, gamification has grown in popularity in teaching in higher education (Metwally et al., 2021; Murillo-
Zamorano et al., 2020; Swacha, 2021). Gamification " uses game-based mechanics, aesthetics, and game
thinking to engage people, motivate action, encourage learning, and solve problems" (Kapp, 2012).
Gamification leverages play elements and interactive mechanics, and gamification transforms learning into a
more interactive experience. Fun and interesting for students (Barber & Smutzer, 2017). In universities,
gamification is used to increase student motivation and engagement in learning (Aldalur & Perez, 2023; Bilro
et al., 2021; Bouchrika et al., 2019; Yildiz et al., 2021), with the ultimate goal of improving academic
performance (Aguiar-Castillo et al., 2020; Rincon-Flores et al., 2022), and final grades (Ortiz-Martínez et al.,
2022).

Copyright © 2024 by Author/s and Licensed by Kuey. This is an open access article distributed under the Creative Commons Attribution
License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
954 Petrusly, et al. / Kuey, 30(5), 1524

In addition, the gamification method approach also encourages problem-solving (Schöbel et al., 2022; Stoeffler
et al., 2020), creativity (Aljraiwi, 2019; Chen et al., 2020), and critical thinking (Angelelli et al., 2023; Asigigan
& Samur, 2021; Jodoi et al., 2021). With gamification, learning becomes a task and a fun adventure, stimulating
students' interest and motivation to learn more effectively. Instilling critical thinking in students is crucial to
solving their problems, especially effectively fighting misinformation (Machete & Turpin, 2020; Mahfud et al.,
2017). In the twenty-first century, critical thinking is one of the most important talents for learning (National
Education Association, 2010; Trilling & Fadel, 2009). Using a learning model that can educate these talents is
one technique to encourage critical thinking skills in learning.
One of the gamification platforms that is often used in learning in higher education is Kahoot (Cadet, 2023;
Ghawail & Yahia, 2022; Schultz et al., 2022; Wirani et al., 2022). Kahoot is an interactive platform that enables
teaching through game-based quizzes. Lecturers use Kahoot to encourage student motivation and involvement
in academic performance evaluation activities. However, other studies show different findings that Kahoot
does not significantly improve student achievement (Leon & Peña, 2022).
Learning using Kahoot offers learning that is both challenging and fun. Kahoot's interactive quiz format allows
students to think critically and find the best solutions within a limited time. Kahoot, a game-based assessment
tool, encourages students to actively participate in learning through action and reflection (Cadet, 2023).
Kahoot has been shown to improve student performance on exams and reduce dropout rates (Bienvenido-
Huertas et al., 2023) when used as an experiential learning tool. The study's results by Cheng et al. (2020)
demonstrated a substantial impact on critical thinking and self-reflection processes while measuring student
development, adding to similar ideas about the usefulness of experiential learning. The Kahoot strategy
encourages students to respond quickly to questions while considering the available options. Plus, live rankings
and grading within Kahoot provide instant feedback to students so that they can see their progress in real-
time. With Kahoot games, the learning process in tertiary institutions becomes more interesting and exciting
while still encouraging students to develop their critical thinking skills in facing learning challenges.
Based on existing literature studies on gamification, it has been highlighted that gamification has an important
role in improving students' critical thinking skills, and a small number show different findings. In addition,
many have used Kahoot as a formative or summative evaluation to provide feedback and encourage student
learning (Ismail et al., 2019). Previous studies also revealed that 90% of students approved of using Kahoot in
courses because they felt it was a safe and interesting learning technique for mastering learning content
(Freitas et al., 2020). Although many studies have discussed the importance of applying gamification to
learning, limited studies still discuss how Kahoot affects students' critical thinking skills by involving their
motivational and involvement factors. Therefore, this study seeks to fill a gap in studies investigating the effect
of applying Kahoot as a gamification method to improve students' critical thinking skills by placing
involvement and motivation as mediators.

2 LITERATURE REVIEW

2.1 Gamification on critical thinking

Gamification is a way to make people more interested in activities in various fields, such as science (Sørensen
et al., 2016), creating habits of exercise (Hamari & Koivisto, 2015), and knowledge management (Friedrich et
al., 2020). In addition, gamification also helps individuals to develop problem-solving skills and critical
thinking (Angelelli et al., 2023; Legaki et al., 2020; Rojas-López et al., 2019). According to Deterding et al.
(2011), gamification is when game mechanisms are used in non-game settings. Another meaning of
gamification shows that gamification is the process of making something more like a game and changing
people's behavior by activating their motivation. Using games correctly can make boring tasks more fun and
exciting (Y. Xu, 2011). In the classroom, gamification is "a series of activities and processes for solving problems
related to learning and education by using or implementing game mechanisms" (Kim et al., 2018). In principle,
gamification combines the fun aspects of games with the seriousness required to solve real-world problems in-
game settings (Bilgin & Gul, 2020).
The role of gamification in improving students' critical thinking skills is very important (Angelelli et al., 2023;
Jodoi et al., 2021). The gamification feature combines game elements, such as challenges, prizes, and
competition; gamification encourages students to think analytically, make the right decisions, and solve
problems effectively (Jodoi et al., 2021; Schöbel et al., 2022; Stoeffler et al., 2020). Through solving challenging
tasks, students can practice their skills in analyzing information, connecting concepts, and considering various
points of view. In addition, gamification also stimulates critical thinking by providing instant feedback and
opportunities to try again (Jodoi et al., 2021). Students can identify their weaknesses and strengths in the
learning process and develop critical thinking skills through reflection and adjustment.
One of the gamification platforms that is often used to evaluate student academic performance is Kahoot.
Kahoot is a learning platform that combines Student response systems (SRSs) and existing technical
 Petrusly, et al. / Kuey, 30(5), 1524 955

infrastructure in schools, and students bring their own digital devices, social networks, and games (A. I. Wang
& Tahir, 2020). Kahoot aims to improve learning performance and class dynamics by increasing engagement,
motivation, fun, and concentration (A. I. Wang & Tahir, 2020). Boredom can lead to poor learning and bad
behavior in a computer learning environment (Ortiz-Martínez et al., 2022). Kahoot is a play-based learning
platform that reviews student knowledge, conducts formative assessments, or provides a break from regular
classroom activities. Several studies have found that using Kahoot in the classroom can increase motivation
and facilitate participation with significant effects (Baker et al., 2010). Thus, applying Kahoot gamification can
improve students' critical thinking skills.
H1: Gamification has a significantly positive effect on students' critical thinking skills.

2.2 Effect of gamification on motivation and engagement

Gamification does not imply turning daily operations into games but rather revamping some activities and
processes so that users enjoy and interact more with what they are doing (Wood & Reiners, 2015). The effect
of gamification on increasing student motivation and learning engagement is significant (Aldalur & Perez,
2023; Donnermann et al., 2021). In education, gamification utilizes game elements to create interesting and
fun student learning experiences. By implementing elements such as points, levels, challenges, and rewards,
gamification can generate a spirit of competition and encouragement to achieve learning goals.
One of the important effects of gamification is increasing students' intrinsic motivation (Alt, 2023; Feng et al.,
2018; J. Xu et al., 2021). By providing challenges and rewards tied to achievement in learning, gamification
activates students' innate drives to seek achievement and recognition. This intrinsic motivation helps students
maintain interest and enthusiasm in learning, even when facing difficulties or challenges. Self-Determination
Theory (SDT), a modern theory of motivation important in gamification, postulates that a greater degree of
individual self-determination behavior can positively enhance their intrinsic motivation (Ryan & Deci, 2002).
Consequently, when students participate in the learning process and choose their learning route, they tend to
be intrinsically motivated to learn (Gupta & Goyal, 2022). Therefore, games must be made attractive to
promote a motivating and enjoyable learning experience and, as a result, achieve the desired learning outcomes
(Mekler et al., 2017).
In addition, in this study, the application of Kahoot gamification significantly affects student motivation
(Ismail et al., 2019) and engagement (Ghawail & Yahia, 2022). In the Kahoot feature, students feel the
excitement and a competitive spirit which can increase their motivation to study. The adrenaline rush of
competing with classmates, seeing the rankings on the scoreboard, and being rewarded for the highest
achievement awakens a strong intrinsic passion. Kahoot gamification effectively increases student motivation
and provides a fun and interactive learning experience (A. I. Wang & Tahir, 2020). Also, Kahoot can encourage
student engagement (Cadet, 2023; A. I. Wang & Tahir, 2020; A. Wang & Lieberoth, 2016). Thus, the
application of Kahoot gamification has a significant effect on increasing student motivation and learning
engagement.
H2 = Gamification Kahoot has a significant positive effect on student learning motivation.
H3 = Gamification Kahoot has a significant positive effect on student learning engagement.

2.3 The role of mediating student motivation and engagement

Previously it was explained that gamification positively influences the formation of motivation and student
learning engagement. In addition, motivation and student learning involvement can influence student learning
outcomes (Christenson et al., 2012). Motivation is a psychological process that describes individual activation
by internal or external stimuli that cannot be observed to perform a behavior (Yildiz et al., 2021). A student's
motivation is high if he is interested in learning the material presented in class and takes the necessary steps
to achieve that goal. Prensky (2001) asserts that motivation is an important factor in facilitating a successful
learning experience, noting that many students find traditional school education less effective and
unstimulating. In the context of this study, the use of gamification as an instructional instrument shows
promising potential because of its ability to enhance not only knowledge acquisition but also the development
of important cognitive abilities such as critical thinking, problem-solving, collaboration, and communication
(Yildiz et al., 2021).
In addition, another mediator, namely learning engagement, according to Christenson et al. (2012), the term
"learning engagement" refers to the active participation of a learner in a learning activity. The construction of
learning engagement consists of three dimensions which include elements of behavioral, emotional, and
cognitive functions (Christenson et al., 2012; Reeve, 2013). Behavioral engagement refers to student effort,
focus, and persistence. Emotional engagement refers to the positive emotions generated during learning, while
cognitive engagement refers to the learner's use of sophisticated or simple learning strategies (Reeve, 2013).
In addition, learning engagement also has a link to student learning outcomes and academic progress
956 Petrusly, et al. / Kuey, 30(5), 1524

(Christenson et al., 2012). Thus, motivation and learning engagement can mediate gamification relationships
and critical thinking skills.
H4 = Motivation has a significant positive effect on students' critical thinking skills.
H5 = Learning engagement has a significant positive effect on students' critical thinking skills.
H6 = Motivation and learning engagement mediate the relationship between gamification and students' critical
thinking skills.

Figure 1. Research conceptual model

3 METHODS

This study included a sample of students enrolled in the Faculty of Teaching and Education at a public
university in Kupang, Indonesia. A total of 329 students were enrolled in the study program, with details of
19.45% from Primary Teacher Education, 15.81% from Pancasila and Civic Education, 18.24% from Non-
formal Education, 24.01% from Counseling Guidance Education, and 22.49% from Early Childhood Teacher
Education. Based on gender, it consisted of 54.41% men and 45.59% women. The distribution of the
characteristics of the respondents is shown in Table 1.

Table 1. Respondents' descriptive data (N=329)

Attribute Categories N %
Gender Male 179 54.41
Female 150 45.59
Study Primary Teacher Education 64 19.45
Program Pancasila and Civic Education 52 15.81
Non-formal Education 60 18.24
Counselling Guidance Education 79 24.01
Early Childhood Teacher Education 74 22.49

The data collection process uses an online-based self-administered questionnaire method. The students
assessed their perceptions about the application of Kahoot gamification, motivation, engagement, and critical
thinking. The online questionnaire was created using the Google Form platform. The entire questionnaire can
be completed in approximately 15 minutes. Furthermore, we randomly distribute awards to students by
providing electronic money balances, such as Gopay, OVO, or Shopee Pay.
This study uses a previous study questionnaire conducted by Aldalur & Perez (2023) and has been adapted and
developed to measure student perceptions regarding the application of Kahoot gamification. This
 Petrusly, et al. / Kuey, 30(5), 1524 957

questionnaire consists of 12 items with examples of item statements such as "The Kahoot games made the
learning environment a fun and engaging one." In addition, students' perceptions of motivation to learn were
collected using a previous study questionnaire (McAuley et al., 1989). The original motivational questionnaire
consisted of 22 positive and negative statements. In this study, we used all 15 positive statements (e.g., Doing
the task was fun). Collecting data on student learning engagement using a learning engagement questionnaire
(Poondej & Lerdpornkulrat, 2016). The original questionnaire consisted of 20 items, but this study only used
12 items that best fit the context of this study (e.g., The class activities were engaging). Moreover, finally,
students' perceptions of critical thinking skills were measured using a critical thinking questionnaire by
Erawan (2010). This questionnaire consists of 10 items. All questionnaires for each variable use 5 Likert scales
ranging from strongly agree (5) to disagree (1) strongly.
During the early stages of data analysis, we used SPSS version 20 to assess the validity and reliability of the
items associated with each variable. Furthermore, SEM (Structural Equation Modeling) analysis is used with
the Amos 18 software for model and hypothesis testing purposes. In the early stages, a study was conducted to
assess the adequacy of the fit model by referring to the relevant model criteria (Hair et al., 2010; Phedazur,
1997). In addition, the research hypothesis was investigated by testing the acquisition of p-value on the
regression path, with a significance level of 0.05. In hypothesis testing, the hypothesis is rejected if the p-value
is greater than 0.05 and accepted when the p-value is less than 0.05. This study uses the bootstrapping
confidence interval technique to test the significance of motivational mediators and learning engagement in
the proposed model. This study used 200 bootstrap samples, each of which was used to estimate the desired
parameters with a 90% confidence level.

4 RESULT

4.1 Questionnaire validity and reliability

Table 2 displays the results of the item validity test for each variable. The validity of the items in each
questionnaire was assessed using the Pearson Product Moment test, which was carried out with the help of
SPSS 22 software. Table 2 displays the Pearson correlation scores for all items, which include gamification,
engagement, motivation, and critical thinking. This correlation score ranges from 0.341 to 0.768. This finding
indicates that all items in the questionnaire have been considered valid. Furthermore, this study used
Cronbach's Alpha Reliability test to assess the reliability of the questionnaire. The results of this study provide
evidence that supports the reliability of the questionnaire (Cronbach's Alpha > 0.60) in assessing study
variables which include gamification, engagement, motivation, and critical thinking (Hair et al., 2010).

Table 2. Validity and reliability test results

Variables Validity Reliability
Gamification (12 items) 0.524** ~ 0.716** 0.853
Engagement (12 items) 0.341** ~ 0.717** 0.810
Motivation (15 items) 0.553** ~ 0.768** 0.909
Critical Thinking (10 items) 0.519** ~ 0.656** 0.788
note. ** Correlation is significant at the 0.01 level (2-tailed).

4.2 Correlations between the study variables

Bivariate correlations between the various study variables are presented in Table 4. The expected positive
direction of correlation was found between the study variables. Correlation strength is divided into strong,
medium, and low correlation (Blakstad, 2008). Table 4 shows a strong correlation (> 0.500) between
gamification and the other three factors: engagement, motivation, and critical thinking. In addition, a strong
relationship is also shown in the relationship between critical thinking and the two mediator factors, namely
engagement and motivation. Meanwhile, the correlation between motivation and engagement shows a
moderate relationship (0.300 0.500). Furthermore, there is no low relationship between the variables of this
study.
Table 3. Bivariate Pearson correlation coefficients
Gamification Engagement Motivation Critical Thinking
Gamification 1.000
Engagement .710 1.000
Motivation .677 .481 1.000
Critical Thinking .642 .600 .644 1.000
4.3 Structural Equation Modeling Analysis
958 Petrusly, et al. / Kuey, 30(5), 1524

Figure 2 displays the regression results between variables, including student gamification, engagement,
motivation, and critical thinking. The first step before testing the hypothesis is to test the fit model, and the
study results revealed that the study model met the fit model criteria with a value of cmin/df = 4.08, RMSEA
= 0.063, CFI = 0.890, GFI = 0.901, TLI = 0.930, AGFI = 0.895, and RMR = 0.044.

Figure 2. SEM analysis results

Note: Gmf= gamification; Mot= motivation; Eng=engagement; CT= critical thinking

The hypothesis testing carried out in this study uses the assumption of accepting the null hypothesis if the p-
value criterion is less than 0.05. Table 3 presents the results of structural equation model (SEM) analysis
applied to path analysis, specifically focusing on examining direct effects. Empirically, Kahoot gamification has
a significant effect on engagement (estimate= 0.710; p-value= ***; the third hypothesis is accepted),
motivation (estimate= 0.677; p-value= ***; the second hypothesis is accepted), and critical students' thinking
(estimate= 0.173; p-value= 0.003; the first hypothesis is accepted).
In addition, testing the fourth hypothesis shows an estimated value of 0.386 (p-value = ***). This finding shows
that the fourth hypothesis is accepted and means that motivation significantly positively affects students'
critical thinking skills. Students' critical thinking skills are also influenced by their learning engagement in
learning (estimate = 0.292; p-value = ***; the fifth hypothesis is accepted).

Table 3. The results of the path analysis among variables (standardized regression weights)
Path Estimate S.E. C.R. P Label
Gmf ---> Mot 0.677 0.041 16.678 *** par_1
Gmf ---> Eng 0.710 0.029 18.248 *** par_2
Gmf ---> CT 0.173 0.045 2.976 0.003 par_3
Mot ---> CT 0.386 0.042 7.087 *** par_4
Eng ---> CT 0.292 0.06 5.125 *** par_5
Note. *** = Correlation is significant at the 0.001 level; Gmf= gamification; Mot = motivation; Eng=
engagement; CT= critical thinking

In addition, this study examines the indirect impact of the independent variables on the dependent variable.
Motivation and engagement in this study act as moderating variables on gamification relationships and
students' critical thinking skills. This study uses the bootstrapping estimation method to calculate the
confidence interval, with 200 samples and a 90% confidence level, to assess the significance of the role of the
mediator. The results of the analysis of the role of mediators are shown in Table 4. The study revealed that
motivation and engagement significantly mediated the gamification relationship and students' critical thinking
skills. This is evidenced by acquiring an estimated value of 0.469 and a p-value of 0.004 (the sixth hypothesis
is accepted).
Table 4. Structural routes and indirect effect (standardized regression weights)
Path Structure Estimate LB UB P
 Petrusly, et al. / Kuey, 30(5), 1524 959

Gmf  Mot + Eng  CT

0.469 0.380 0.573 0.004
Note. Gmf= gamification; Mot = motivation; Eng= engagement; CT= critical thinking

5 DISCUSSION

Scholars have highlighted the importance of gamification in learning, especially for its role in improving
students' critical thinking skills. One of the gamifications often used is Kahoot which offers interactive and
competitive learning activities and encourages students to use critical thinking skills in solving problems and
making decisions quickly. KAHOOT presents challenges and questions that require analytical, evaluative, and
creative thinking. Many studies have discussed the importance of applying gamification to learning. However,
limited studies still discuss how Kahoot affects students' critical thinking skills by involving their motivational
and involvement factors. Therefore, this study examines the role of applying Kahoot as a gamification method
to improve students' critical thinking skills by placing involvement and motivation as mediators.
In testing the first hypothesis, it has been proven that gamification significantly affects students' critical
thinking skills. The results of this study are relevant to previous studies, which state that the application of
gamification has encouraged students to think critically and solve problems (Jodoi et al., 2021; Schöbel et al.,
2022; Stoeffler et al., 2020). The type of gamification used in the context of this study is Kahoot. The
application of Kahoot has a significant effect on growing students' critical thinking skills. Kahoot can improve
learning performance and class dynamics by increasing engagement, motivation, fun, and concentration (A. I.
Wang & Tahir, 2020). Kahoot, a game-based interactive platform, encourages students to be actively involved
in learning. Through the questions posed in Kahoot, students face situations requiring critical thinking to
analyze, evaluate and solve problems quickly. They must choose the right answer and make rational decisions
within a limited time. In addition, Kahoot also provides instant feedback, allowing students to reflect on their
understanding and improve their critical thinking skills as the game progresses. Thus, Kahoot is important in
training students' critical thinking skills through challenging and interactive learning experiences.
Other study findings prove that Kahoot gamification significantly positively affects student learning motivation
and engagement (second and third hypotheses). The results of this study corroborate previous studies, which
show that gamification has an important role in increasing student learning motivation and engagement
(Aldalur & Perez, 2023; Donnermann et al., 2021). The application of gamification through Kahoot has
effectively encouraged student learning motivation and engagement. By leveraging game elements such as
points, awards, and competitions, Kahoot creates an interesting and fun learning experience for students.
Students feel motivated to participate actively, try to achieve the highest achievement, and get recognition
through rankings and awards. In addition, Kahoot's interactive features, such as time-limited questions and
direct competition between students, also increase their learning engagement. Students feel directly involved,
actively think, and make decisions quickly to achieve better results. Thus, applying gamification through
Kahoot has proven its success in motivating students and increasing their involvement in the learning process.
In testing the fourth hypothesis, it reveals that learning motivation formed from applying Kahoot gamification
has a significant positive effect on students' critical thinking skills. As with motivation theory, motivation is a
psychological process that describes individual activation by internal or external stimuli that cannot be
observed to perform a behavior (Yildiz et al., 2021). This means that student learning motivation that is formed
through the application of Kahoot gamification will encourage the formation of student behavior, for example,
their critical thinking skills. This high motivation directly affects the development of students' thinking skills
(Averkieva et al., 2015; Fahim & Hajimaghsoodi, 2014). In addition, the findings of this study also prove that
learning engagement has a significant positive effect on students' critical thinking skills, as previous studies
stated that learning engagement is also linked to student learning outcomes and academic progress
(Christenson et al., 2012). Learning outcomes in the form of critical thinking skills are potentially influenced
by student learning engagement obtained from the encouragement of Kahoot gamification implementation.
The final finding of this study is that motivation and learning engagement mediate the relationship between
gamification and students' critical thinking skills. The psychological processes obtained from Kahoot
gamification will shape student motivation and ultimately influence successful learning experiences (Prensky,
2001). When gamification is applied, Kahoot game elements encourage students' intrinsic and extrinsic
motivation to be actively involved in learning. This motivation encourages them to actively participate in
activities that involve critical thinking, such as analyzing, evaluating, and solving problems. In addition,
through gamification, high learning engagement is created, where students feel emotionally and mentally
involved in learning activities. They feel challenged and excited and have a sense of ownership of the learning
process. Under these conditions, motivation and learning engagement link gamification and the development
of critical thinking skills (Christenson et al., 2012). High motivation and strong learning engagement facilitate
students in continuously practicing and honing critical thinking skills, thereby enabling the development and
improvement of better critical thinking skills. Thus, motivation and learning engagement act as important
960 Petrusly, et al. / Kuey, 30(5), 1524

mediators in linking the positive effects of gamification with the development of students' critical thinking
skills.

6 CONCLUSION

Overall, gamification through Kahoot is very important in increasing students' motivation, learning
engagement, and critical thinking skills. Using game elements in Kahoot, such as points, awards, and
competitions, encourages students to actively participate in the learning process. Another finding is that
students' critical thinking skills are directly influenced by their motivation and learning engagement.
Motivation and student learning engagement can significantly mediate the relationship between gamification
and students' critical thinking skills. The results of this study provide important implications for educational
practitioners to be able to apply gamification technology in their teaching process.
This study has several limitations; first, the research focus is limited to the effect of implementing Kahoot as a
gamification platform, so the generalization of the findings may be limited to the context of the gamification.
Other factors, such as student background, learning styles, and individual preferences, can also affect the
research results. Therefore, future research can broaden the scope by considering variations of gamification
platforms and considering different contextual factors. The recommendation for further research is to conduct
a longitudinal study involving long-term observations of the effect of Kahoot gamification on motivation,
learning engagement, and the development of student's critical thinking skills. This will provide a deeper
understanding of the long-term impact of gamification on learning and how critical thinking skills develop
over time. In addition, research can explore more specific gamification strategies, including question types,
difficulty levels, or other play elements that can enhance critical thinking skills more effectively. With further
research, gamification in education can continue to be optimized to increase students' motivation, learning
engagement, and critical thinking skills.

7 REFERENCE

Aguiar-Castillo, L., Clavijo-Rodriguez, A., Hernández-López, L., De Saa-Pérez, P., & Pérez-Jiménez, R.
(2020). Gamification and deep learning approaches in higher education. Journal of Hospitality,
Leisure, Sport & Tourism Education, 100290.
https://doi.org/https://doi.org/10.1016/j.jhlste.2020.100290
Aldalur, I., & Perez, A. (2023). Gamification and discovery learning: Motivating and involving students in the
learning process. Heliyon, 9(1), e13135. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e13135
Aljraiwi, S. (2019). Effectiveness of Gamification of Web-Based Learning in Improving Academic
Achievement and Creative Thinking among Primary School Students. International Journal of
Education and Practice, 7(3), 242–257. https://eric.ed.gov/?id=EJ1239163
Alt, D. (2023). Assessing the benefits of gamification in mathematics for student gameful experience and
gaming motivation. Computers & Education, 200, 104806.
https://doi.org/https://doi.org/10.1016/j.compedu.2023.104806
Angelelli, C. V., Ribeiro, G. M. de C., Severino, M. R., Johnstone, E., Borzenkova, G., & da Silva, D. C. O.
(2023). Developing critical thinking skills through gamification. Thinking Skills and Creativity, 49,
101354. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101354
Asigigan, S. I., & Samur, Y. (2021). The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation,
Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills. International Journal of
Education in Mathematics, Science and Technology, 9(2), 332–352.
https://eric.ed.gov/?id=EJ1293148
Averkieva, L., Chayka, Y., & Glushkov, S. (2015). Web Quest as a Tool for Increasing Students’ Motivation and
Critical Thinking Development. Procedia - Social and Behavioral Sciences, 206, 137–140.
https://doi.org/https://doi.org/10.1016/j.sbspro.2015.10.042
Baker, R. S. J. d., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than
bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions
with three different computer-based learning environments. International Journal of Human-
Computer Studies, 68(4), 223–241. https://doi.org/https://doi.org/10.1016/j.ijhcs.2009.12.003
Barber, C., & Smutzer, K. (2017). Leveling for success: Gamification in IS education. Twenty-Third Americas
Conference on Information Systems.
Bienvenido-Huertas, D., Rubio-Bellido, C., & León-Muñoz, M. Á. (2023). Analysis of the effectiveness of
using Kahoot! in university degrees in building engineering. Journal of Technology and Science
Education, 13(1), 288–300. https://doi.org/https://doi.org/10.3926/jotse.1984
Bilgin, C. U., & Gul, A. (2020). Investigating the Effectiveness of Gamification on Group Cohesion, Attitude,
and Academic Achievement in Collaborative Learning Environments. TechTrends, 64(1), 124–136.
https://doi.org/10.1007/s11528-019-00442-x
 Petrusly, et al. / Kuey, 30(5), 1524 961

Bilro, R. G., Loureiro, S. M. C., & Angelino, F. J. de A. (2021). The Role of Creative Communications and
Gamification in Student Engagement in Higher Education: A Sentiment Analysis Approach. Journal of
Creative Communications, 17(1), 7–21. https://doi.org/10.1177/0973258621992644
Blakstad. (2008). Statistics Tutorial.
Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student
engagement and involvement with e-learning systems. Interactive Learning Environments, 1–14.
https://doi.org/10.1080/10494820.2019.1623267
Cadet, M. J. (2023). Application of game-based online learning platform: Kahoot a formative evaluation tool
to assess learning. Teaching and Learning in Nursing, 18(3), 419–422.
https://doi.org/https://doi.org/10.1016/j.teln.2023.03.009
Chen, P.-Z., Chang, T.-C., & Wu, C.-L. (2020). Effects of gamified classroom management on the divergent
thinking and creative tendency of elementary students. Thinking Skills and Creativity, 36, 100664.
https://doi.org/https://doi.org/10.1016/j.tsc.2020.100664
Cheng, Y.-C., Huang, L.-C., Yang, C.-H., & Chang, H.-C. (2020). Experiential Learning Program to Strengthen
Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-
Experimental Study. In International Journal of Environmental Research and Public Health (Vol. 17,
Issue 15). https://doi.org/10.3390/ijerph17155442
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. In S. L.
Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. Springer
US. https://doi.org/https://doi.org/10.1007/978-1-4614-2018-7
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining
“gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning
Future Media Environments.
Donnermann, M., Lein, M., Messingschlager, T., Riedmann, A., Schaper, P., Steinhaeusser, S., & Lugrin, B.
(2021). Social robots and gamification for technology supported learning: An empirical study on
engagement and motivation. Computers in Human Behavior, 121, 106792.
https://doi.org/https://doi.org/10.1016/j.chb.2021.106792
Erawan, P. (2010). Developing life skills scale for high school students through mixed methods research.
European Journal of Scientific Research, 47(2), 169–186.
Fahim, M., & Hajimaghsoodi, A. (2014). The relationship between motivation and critical thinking ability of
Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World,
5(2), 454–464.
Feng, Y., Jonathan Ye, H., Yu, Y., Yang, C., & Cui, T. (2018). Gamification artifacts and crowdsourcing
participation: Examining the mediating role of intrinsic motivations. Computers in Human Behavior,
81, 124–136. https://doi.org/https://doi.org/10.1016/j.chb.2017.12.018
Freitas, F., Scafuri, A., Scafuri, M., Teixeira, C., Silva, I., Lucena, J., Neto, J., & Cerqueira, G. (2020). Kahoot
as a tool in the anatomy teaching and learning process: Teaching gamefication. The FASEB Journal, 34,
1. https://doi.org/10.1096/fasebj.2020.34.s1.09901
Friedrich, J., Becker, M., Kramer, F., Wirth, M., & Schneider, M. (2020). Incentive design and gamification
for knowledge management. Journal of Business Research, 106, 341–352.
https://doi.org/https://doi.org/10.1016/j.jbusres.2019.02.009
Ghawail, E. A. Al, & Yahia, S. Ben. (2022). Using the E-Learning Gamification Tool Kahoot! to Learn
Chemistry Principles in the Classroom. Procedia Computer Science, 207, 2667–2676.
https://doi.org/https://doi.org/10.1016/j.procs.2022.09.325
Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to
gamification in higher education. International Journal of Educational Management, 36(3), 341–356.
https://doi.org/10.1108/IJEM-04-2021-0126
Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global
perspective (7th.). Pearson Prentice Hall.
Hamari, J., & Koivisto, J. (2015). “Working out for likes”: An empirical study on social influence in exercise
gamification. Computers in Human Behavior, 50, 333–347.
https://doi.org/https://doi.org/10.1016/j.chb.2015.04.018
Ismail, M. A.-A., Ahmad, A., Mohammad, J. A.-M., Fakri, N. M. R. M., Nor, M. Z. M., & Pa, M. N. M. (2019).
Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC
Medical Education, 19(1), 230. https://doi.org/10.1186/s12909-019-1658-z
Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service
teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115–128.
https://doi.org/10.1080/1475939X.2019.1569554
Jodoi, K., Takenaka, N., Uchida, S., Nakagawa, S., & Inoue, N. (2021). Developing an active-learning app to
improve critical thinking: item selection and gamification effects. Heliyon, 7(11), e08256.
https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e08256
Kalimullina, O., Tarman, B., & Stepanova, I. (2021). Education in the Context of Digitalization and Culture:
Evolution of the Teacher’s Role, Pre-Pandemic Overview. Journal of Ethnic and Cultural Studies, 8(1),
962 Petrusly, et al. / Kuey, 30(5), 1524

226–238. https://www.jstor.org/stable/48710281
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for
training and education. John Wiley & Sons.
Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in Learning and Education Enjoy Learning
Like Gaming (S. I. Publishing (ed.)).
Legaki, N.-Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based
gamification on learning: An experiment in the context of statistics education. International Journal of
Human-Computer Studies, 144, 102496. https://doi.org/https://doi.org/10.1016/j.ijhcs.2020.102496
Leon, A., & Peña, M. (2022). Gamification tools in the learning of shipbuilding in the undergraduate marine
engineering education. Computer Applications in Engineering Education, 30(2), 458–471.
https://doi.org/https://doi.org/10.1002/cae.22465
Machete, P., & Turpin, M. (2020). The Use of Critical Thinking to Identify Fake News: A Systematic
Literature Review. In M. Hattingh, M. Matthee, H. Smuts, I. Pappas, Y. K. Dwivedi, & M. Mäntymäki
(Eds.), Responsible Design, Implementation and Use of Information and Communication Technology
(pp. 235–246). Springer International Publishing.
Mahfud, T., Kusuma, B. J., & Mulyani, Y. (2017). Soft skill competency map for the apprenticeship
programme in the Indonesian balikpapan hospitality industry. Journal of Technical Education and
Training, 9(2), 16–134. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/1860
Mahfud, T., Mulyani, Y., Setyawati, R., & Kholifah, N. (2022). The influence of teaching quality, social
support, and career self-efficacy on the career adaptability skills: Evidence from a polytechnic in
Indonesia. Integration of Education, 26(1), 27–41. https://doi.org/https://doi.org/10.15507/1991-
9468.106.026.202201.027-041
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation
Inventory in a competitive sport setting: a confirmatory factor analysis. Research Quarterly for
Exercise and Sport, 60(1), 48–58. https://doi.org/10.1080/02701367.1989.10607413
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of
individual gamification elements on intrinsic motivation and performance. Computers in Human
Behavior, 71, 525–534. https://doi.org/https://doi.org/10.1016/j.chb.2015.08.048
Metwally, A. H. S., Nacke, L. E., Chang, M., Wang, Y., & Yousef, A. M. F. (2021). Revealing the hotspots of
educational gamification: An umbrella review. International Journal of Educational Research, 109,
101832. https://doi.org/https://doi.org/10.1016/j.ijer.2021.101832
Murillo-Zamorano, L. R., Ángel López Sánchez, J., & Bueno Muñoz, C. (2020). Gamified crowdsourcing in
higher education: A theoretical framework and a case study. Thinking Skills and Creativity, 36, 100645.
https://doi.org/https://doi.org/10.1016/j.tsc.2020.100645
National Education Association. (2010). Preparing 21st Century Students for a Global Society: An
Educator’s Guide to the “Four Cs.” NEA. http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021). A review of gamification
impact on student behavioral and learning outcomes. International Journal of Interactive Mobile
Technologies, 15(21), 22–36. https://doi.org/ttps://doi.org/10.3991/ijim.v15i21.24381
Ortiz-Martínez, E., Santos-Jaén, J.-M., & Palacios-Manzano, M. (2022). Games in the classroom? Analysis of
their effects on financial accounting marks in higher education. The International Journal of
Management Education, 20(1), 100584. https://doi.org/https://doi.org/10.1016/j.ijme.2021.100584
Papadakis, S. (2021). Gamification in science education: A systematic review of the literature. Education
Sciences, 11(1), 1–36. https://doi.org/https://doi.org/10.3390/educsci11010022
Phedazur, E. J. (1997). Multiple regression in behavioral research. Thomson Learning.
Poondej, C., & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase
student engagement in learning. 31.
Prensky, M. (2001). Digital natives, digital immigrants. From On the Horizon MCB University Press.
https://www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part1.pdf
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The
concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.
https://doi.org/10.1037/a0032690
Rincon-Flores, E. G., Mena, J., & López-Camacho, E. (2022). Gamification as a Teaching Method to Improve
Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico.
In Education Sciences (Vol. 12, Issue 1). https://doi.org/10.3390/educsci12010049
Rojas-López, A., Rincón-Flores, E. G., Mena, J., García-Peñalvo, F. J., & Ramírez-Montoya, M. S. (2019).
Engagement in the course of programming in higher education through the use of gamification.
Universal Access in the Information Society, 18(3), 583–597. https://doi.org/10.1007/s10209-019-
00680-z
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical
perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33).
University of Rochester Press.
Schöbel, S. M., Janson, A., & Leimeister, J. M. (2022). Gamifying Online Training in Management Education
 Petrusly, et al. / Kuey, 30(5), 1524 963

to Support Emotional Engagement and Problem-solving Skills. Journal of Management Education,

47(2), 166–203. https://doi.org/10.1177/10525629221123287
Schultz, K., Klein, M., Sucharew, H., McDonald, J., DeBlasio, D., Cooperstein, E., Poynter, S., Huggins, J., &
Real, F. J. (2022). The Impact of a Gamified Curriculum Using Kahoot! on Musculoskeletal Knowledge
and Skill Acquisition Among Pediatric Residents. Academic Pediatrics, 22(8), 1265–1270.
https://doi.org/https://doi.org/10.1016/j.acap.2022.02.003
Sørensen, J. J. W. H., Pedersen, M. K., Munch, M., Haikka, P., Jensen, J. H., Planke, T., Andreasen, M. G.,
Gajdacz, M., Mølmer, K., Lieberoth, A., & Sherson, J. F. (2016). Exploring the quantum speed limit with
computer games. Nature, 532(7598), 210–213. https://doi.org/10.1038/nature17620
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2020). Gamified performance assessment of
collaborative problem solving skills. Computers in Human Behavior, 104, 106036.
https://doi.org/https://doi.org/10.1016/j.chb.2019.05.033
Sudiyatno, Wu, M., Budiman, A., Purwantoro, D., Mahfud, T., & Siswanto, I. (2019). The effect of
instructional quality on vocational students’ academic achievement and career optimism. International
Journal of Innovation, Creativity and Change, 7(10), 244–260.
https://www.ijicc.net/images/vol7iss10/71023_Sudiyanto_2019_E_R.pdf
Swacha, J. (2021). State of Research on Gamification in Education: A Bibliometric Survey. In Education
Sciences (Vol. 11, Issue 2). https://doi.org/10.3390/educsci11020069
Trilling, B., & Fadel, C. (2009). Century skills. Jossey-Bass.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers &
Education, 149, 103818. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103818
Wang, A., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment,
learning, motivation, and classroom dynamics using Kahoot!
Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022). Evaluation of continued use on Kahoot! as a
gamification-based learning platform from the perspective of Indonesia students. Procedia Computer
Science, 197, 545–556. https://doi.org/https://doi.org/10.1016/j.procs.2021.12.172
Wood, L. C., & Reiners, T. (2015). Gamification. In Encyclopedia of Information Science and Technology
(3rd ed., pp. 3039–3047). Information Science Reference.
Xu, J., Lio, A., Dhaliwal, H., Andrei, S., Balakrishnan, S., Nagani, U., & Samadder, S. (2021). Psychological
interventions of virtual gamification within academic intrinsic motivation: A systematic review. Journal
of Affective Disorders, 293, 444–465. https://doi.org/https://doi.org/10.1016/j.jad.2021.06.070
Xu, Y. (2011). Literature Review on Web Application Gamification and Analytics. CSDL Technical Report.
Yildiz, İ., Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-
service social studies teachers. Thinking Skills and Creativity, 42, 100907.
https://doi.org/https://doi.org/10.1016/j.tsc.2021.100907